Small Group Manual 2019-2020

Close Reading Routine K-2: teacher reads aloud initially, annotates wholly or guides student annotation. Students may eventually read independently depending on their skill level. 3-12: students read independently and annotate with increased independence. Struggling readers may be read to or exposed to text previously in small group. See Close Reading in Elementary Schools (Fisher & Frey, 2012) Teacher Preparation Prior to Student’s First Read • Select and pre-read a short text worthy of multiple reads (e.g., main selection) • Read and plan for the purpose of the close read (planning template can be found here ) • Prepare text dependent questions (TDQ) • Prepare sentence frames or sentence stems for discussion and questioning First Read Teacher Roles Students’ Role Text Dependent Question Focus • Before reading: Explain the purpose and structure for reading and annotating the text • During reading: Notice where students struggle • After reading: Facilitate discussions with precision partners • After reading: Provide questions / sentence frames • Students read unfamiliar text for the first time ( scaffolding for text access ) • annotate confusing words and find main idea • Discuss/Share /Write • Retell or Summarize Key Ideas and Details—What does the text say? • What is the main idea? • What is the theme? • What did you learn? • Summarize the text

Second Read

Teacher Roles

Students’ Role

Text Dependent Question Focus

Re-read or shared read: • During shared read: Think aloud During shared read: Pause to model thinking During shared read: Demonstrate use of structural or context clues to gain meaning. After reading: Facilitate discussions with precision partners After reading: Provide questions / sentence frames • • Before, during and after : Provide questions stems or sentence frames During reading: Ask text dependent questions (TDQ) to prompt rereading and encourage the use of textual evidence in supporting answers After: Facilitate discussions with precision partners Before: Provide format for final response and facilitate students with scaffolds for success as students complete the performance task. During: Provide scaffolds as necessary. (e.g., short constructed response, paragraph frame, anchor charts, podcast, retelling cards etc.) Teacher Roles Teacher Roles

Track

Craft & Structure—How does the text work? Examples Structure: • Compare and Contrast ___ & ___. What are some similarities, what are the differences? What are some causes of ___. What are the effects of ____. Explain the Literary devices: (e.g., allegory, allusion, cliffhanger, imagery, irony, satire, time lapse) • Explain unique structures: (e.g., diary, journal, sayings, prologue & epilogue Integration of Knowledge and Ideas—What does the text mean? Examples: How does the selection connect to the theme of _? How is __ shown in paragraph ___? Explain how the author uses reasons to support the main idea. How did the illustrations/words help you to understand ____? • • What happens first, next, last? Examples Craft: • Text Dependent Question Focus

•

• • • • •

Actively listen Choral / Echo / Cloze Share new insights Discuss/Write Annotate

•

•

Third Read

Students’ Role

Re-read for text evidence

•

•

Annotate text evidence Discuss / Share / Write

•

• •

•

•

Performance Task or Written Application

Students’ Role

Text Dependent Question Focus

Students complete the performance task or written response provided by the teacher using evidence from text and appropriate grammar

Integration of Knowledge and Ideas What does the text inspire you to do? Examples: • Opinion essay • Explanatory essay • Debate • Conduct an experiment • Research

•

•

©Canyons School District

50